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Within the context of the intersection of the global megatrends of urbanisation, ageing societies and digitalisation, this paper explores older people’s mobility, with a particular interest in public transport, and a strong consideration of digital/ICT elements. With a focus on (smart) mobility, the paper aims to conceptualise transport, one of the main domains of age-friendly cities as a core element of a smart, age-friendly ecosystem. It also aims to propose a justice-informed perspective for the study of age-friendly smart mobility; to contribute towards a framework for the evaluation of age-friendly smart transport as a core element of the global age-friendly cities programme that comprises mobility practices, digital data, digital networks, material/physical geographies and digital devices and access; and to introduce the term “mobility digital ecosystem” to describe this framework. The paper uses the method of a narrative literature review to weave together a selected range of perspectives from communications, transport, and mobility studies in order to introduce the embeddedness of both communication technology use and mobility practices into their material conditions. Combining insights from communications, mobility and transport and social gerontology with a justice perspective on ICT access and mobility, the paper then develops a framework to study age-friendly smart mobility. What we call a “mobility digital ecosystem” framework comprises five elements—mobility practices, digital data, digital networks, material geographies, digital devices and access to services. The paper contributes a justice-informed perspective that points towards a conceptualisation of age-friendly smart mobility as a core element of the age-friendly cities and communities in the WHO’s global age-friendly cities programme.

ChatGPT is a fascinating AI text generator tool. It is a language model developed by OpenAI, a research and deployment company with the mission, according to OpenAI’s website: “to ensure that artificial general intelligence benefits all of humanity”. ChatGPT is able to generate human-like texts. But how does it work? What about the quality of the texts it provides? And is it capable of being self-reflective? Information sources must be efficient, effective and reliable in education, in order to enhance students’ learning process. For this reason, we started a dialogue with ChatGPT-3 while using, among others, a SWOT analysis it generated about its own functioning in an educational setting. This enabled us, as human authors, to analyze the extent to which this AI system is able to practice self-reflection. Finally, the paper sketches implications for education and future research.

This study explores the portrayal of older adults’ sexuality in popular cartoons, a medium often overlooked in discussions about aging and sexual representation. The research examines how visual and textual signs in cartoons produce humor by reinforcing stereotypes and normalizing judgments about later-life sexual behavior. Using a visual social semiotic approach, the study analyzes a selection of cartoons, focusing on how these depictions reflect societal attitudes towards aging and sexuality. The findings reveal that older individuals are often portrayed in a stigmatized manner, with their sexual desires and activities depicted as either comical or abnormal. This contributes to the marginalization of older adults in sexual discourse and perpetuates ageist stereotypes. The study concludes that while these representations may appear harmless, they play a significant role in shaping public perceptions and can negatively impact the self-image and sexual well-being of older individuals. Future research should further investigate how older adults perceive these portrayals and their implications for societal attitudes towards aging and sexuality.

This paper advocates for the importance of visual communication rights for older people to avoid “visual ageism,” described as media practices of visually underrepresenting older people or misrepresenting them in a prejudiced way. It aims to present a set of policy recommendations using “designing for dynamic diversity” as the leading principle. By discussing studies about the ways older people are visual represented in digital media content, the paper shows how visual communication rights for older people could help to fight “visual ageism.” It also pleads for collaborative ways to create digital visual content “together with” older people and not “for” them. Moreover, the paper makes a plea for empowering senior citizens by advocating their right of having a voice about the manner in which they are visually represented and enhancing their power to influence specifically the images representing them.

To reach a state of equal opportunity in our society, access to credible, accessible information [...]

Generational Use of New Media examines and contrasts how younger and older people, representing different generations, engage with the new media that they increasingly encounter in everyday life. Exploring the various assumptions about the degrees to which younger and older people are more or less willing to use, or are capable of using, new media, the social circumstances under which they do so and the very design of those media, this book critically examines the gap that is assumed to exist between younger users of new media and older non-users. Thematically organised and offering comparative analyses of the generational use of new media and technology, this timely volume presents the latest research and rich new empirical material gathered in the EU, USA and Hong Kong, to reflect on societal practices and the practical implications of building a more inclusive information society.

The main purpose of this paper is to review the benefits and factors to be taken into consideration for the design of intergenerational digital games. We conducted a systematic in Scopus, Web of Science, PsicInfo, Pubmed and Science Direct, finally including 16 empirical studies written in English. The identified benefits were found to fall into four main categories, i.e., (1) reinforcing family bond, (2) enhancing reciprocal learning (3) increasing understanding of the other generation and (4) reducing social anxiety. According to the literature, two types of factors are important to take into consideration: player-centric and game-centric factors. We identified the nature of the interactions between older (55–81 year-olds) and younger players (4–22 year-olds), their motivations to play digital games and the difference in abilities as the main player-centric factors to take into account when designing intergenerational games. The most relevant game-centric factors were found to be goal-related and space-related forms of interaction. To gain more insight into how specific benefits of playing digital games are related to a type of game, gender or age of the participant, additional empirical studies (comparative analyses), that take these factors into account are needed.

Many patients with cancer, including older patients (aged ≥65 years), consult the Web to prepare for their doctor's visit. In particular, older patients have varying needs regarding the mode in which information is presented (eg, via textual, visual, or audiovisual modes) owing to age-related sensory (eg, impaired vision and hearing) and cognitive decline (eg, reduced processing speed). Therefore, Web-based information targeted at older patient populations is likely to be used and processed more effectively, and evaluated more positively, when tailored to age-related capabilities and preferences. This, in turn, may benefit patient outcomes. This randomized controlled trial tested the effects of a Web-based tailored educational intervention among newly diagnosed younger (<65 years) and older (≥65 years) patients with cancer. We compared the intervention group who viewed a mode-tailored website (ie, enabling patients to tailor information using textual, visual, and audiovisual modes) with 3 control groups view a nontailored website (ie, text only, text with images, and text with videos). We examined website experience outcomes (ie, website satisfaction, website involvement, knowledge, anxiety, and communication self-efficacy) and consultation experience outcomes (ie, question asking during consultation, anxiety, and information recall). Patients from a multidisciplinary outpatient clinic (N=232) viewed a mode-tailored or nontailored website as preparation before their hospital consultations to discuss diagnosis and treatment. Data were collected before (T1), during (T2), and after (T3) visitation. Website experience outcomes were assessed with questionnaires (T1). Patients' question asking was coded from videotaped consultations, and anxiety was assessed through a questionnaire (T2). Telephone interviews were conducted to assess knowledge acquired from the website before (T1) and after consultation (T3), and information recall from the consultation (T3). The preparatory website was well used across all conditions (mean 34 min). Younger patients viewing the mode-tailored website were more satisfied before consultation (P=.02) and reported lower anxiety after consultation (P=.046; vs text only). This pattern was not found in older patients. Mode tailoring yielded no other significant differences in patient outcomes. Regression analyses showed that website involvement (beta=.15; P=.03) and, to a lesser extent, website satisfaction (beta=.15; P=.05) positively associated with knowledge before consultation (T1). In turn, higher knowledge before consultation (beta=.39; P<.001), together with time on the website (beta=.21; P=.002; T1), predicted information recall from consultations (T3). Patients with higher knowledge before consultation (T1) also reported higher knowledge from the website afterward (T3; beta=.22; P=.003). Offering preparatory online information before consultations benefits information processing and patient outcomes of both younger and older newly diagnosed patients with cancer. Younger patients benefit even more when information is offered in a mode-tailored manner. We discuss the theoretical, methodological, and practical implications for patient-provider communication research in an electronic health era. Netherlands Trial Register NTR5904; https://www.trialregister.nl/trial/5750.

Involving older people through co-design has become increasingly attractive as an approach to develop technologies for them. However, less attention has been paid to the internal dynamics and localized socio-material arrangements that enact this method in practice. In this paper, we show how the outcomes that can be achieved with user involvement often pertain to learning, but their content can differ significantly based on how the approach is implemented in practice. Combining explorative, qualitative findings from co-design conducted in four countries (Canada, the Netherlands, Spain, and Sweden), we illustrate how different types of learning occurred as design workshops engaged the experiences and skills of older people in different ways. Our findings make visible how learning can be a core outcome of co-design activities with older adults, while raising awareness of the role of the power relations and socio-material arrangements that structure these design practices in particular ways. To benefit from the full wealth of insights that can be learned by involving older people, deeper knowledge is needed of the implicit features of design, the materials, meanings, and power aspects involved.

To empower citizens against disinformation in a sustainable way, teaching media literacy is important, especially among young children, enabling them to use this competence throughout their lifetime. Prebunking and debunking are two different teaching methods to enhance media literacy and fight disinformation. Prebunking is a technique based on teaching people to recognize disinformation in advance so that they are aware of it. Debunking is characterized by refuting disinformation after the target group has been exposed to disinformation. To compare their impact, our empirical study conducted an exploratory experiment at two primary schools in the Netherlands in Spring 2024. One group of primary school children (10–13 years old) was exposed to a prebunking intervention (based on inoculation, a psychological approach directed against the disinformation manipulation techniques) while the other group was exposed to a debunking intervention (based on a traditional media literacy lesson). Both groups were questioned about the reliability of digital information (news items) to measure the effectiveness of prebunking compared to debunking. We addressed the following question: To what extent can the impact of pre- and debunking as an educational method for media literacy among Dutch primary school children be measured by an exploratory experiment?